This study aims to identify the types of directive speech acts used by pre-service EFL teachers during microteaching practices and to examine the distribution and function of directive speech acts used by pre-service EFL teachers across different lesson stages during microteaching practices. A qualitative case study design was employed, involving four pre-service EFL teachers from the English Education Study Program at a university in Surakarta as participants. Data were collected through video-recorded microteaching sessions, semi-structured interviews, and member checking, and were analysed using the interactive model proposed by Miles, Huberman, and Saldaña (2014). Of 709 verified utterances, 437 were identified as directive speech acts and classified according to Searle's (1976) and Yule’s (1996) taxonomy into five types: request (215; 49.2%), command (156; 35.7%), invitation (33; 7.6%), suggestion (27; 6.2%), and prohibition (6; 1.4%). Across the three lesson stages, directive speech acts were distributed unevenly, with the Whilst-Activity stage containing the highest frequency (268;61.3%), followed by Pre-Activity (115;26.3%) and Post-Activity (54;12.4%). Requests were the most dominant and widely distributed directive type across all stages, while commands were most concentrated in the Whilst-Activity stage. These findings indicate that directive speech acts function as an essential communicative resource for managing classroom interaction, with their type and frequency shaped by the specific instructional purposes of each lesson stage. The study contributes to a deeper understanding of the pragmatic competence of pre-service EFL teachers as reflected in their classroom directive language.